"Research and experience demonstrate that solutions are not necessarily interchangeable." Oh how true that rings. When we talk of best practice it sometimes makes me cringe. Every generation of teachers has heard about 'best' practice in some form or another. Every generation of teacher has seen 'best' practice change over time. Every generation of teacher has seen 'best' practices that do not suit the needs of the learners in their classrooms or the personalities of the educators.
Assuming that solutions/practices are interchangeable is simply another tweaking of the original factory/industrial revolution philosophical underpinnings of our educational system. Our students are not part of a closed system in which we can apply universal methods of 'production'. They are human beings.
Thankfully we have legions of researchers publishing their findings about effective teaching strategies and, increasingly, the actual function of the brain during learning activities. It is, however, up to us to apply the 'best' approaches to our classrooms. We are the field testers who must find what works best within the context of our classrooms, our student bodies, our institutions and our own personalities.
[As an example, I think of the KIPP schools in the United States. I would not think the regimentation of KIPP would be suitable to our community. Nor would I be presumptuous enough to say that the KIPP approach is 'wrong'. Further, I am self-aware enough to know that KIPP's approach would likely not suit my teaching style. I would not be an ideal teacher for a KIPP school because of how I teach and because of what KIPP wants/needs.]
This is where the true value of a reflective teacher and a reflective learning community come into play. A truly reflective community values the discussion of philosophy and practice. The community actually values QUESTIONING AND DIFFERENCE. The community actually values GOING SLOW because it recognizes that we must take think through our decisions and see how they apply within the context of our individual students, classroom and institutions.
We must also face the fact that there are powerful forces that work against this recognition of the overwhelming power of context. Corporations sell 'best' practices through kits/programs/texts/consultants. There is a lot of money to be made in identifying a 'best' practice.
Further, it is easier to choose a 'best' practice. It makes the job of planning, implementing and even talking about your program easier because it is clear cut.
Context matters.
Photo credit: Mike Defiant
